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IF I WERE A COLLEGE 
STUDENT 



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CHARLES F/THWING, LL.D. 

President Western Aeserve University 
AND Adelbert College 



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NEW YORK 

THOMAS Y. CROWELL & CO. 

PUBLISHERS 



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THE LIBRARY OF 
CONGRESS, 

Two Copies Received 

JUN. 25 1902 

0^ Copyright entbv 

CLASS A-'XXc. No. 

COPY 8. 



Copyrig-ht, 1902, 
By Thomas Y. Crowell & Company, 



TO THE 

% 

College /IDen 

OF THE UNITED STATES 

THIS LITTLE BOOK IS WITH HONOR AXD REGARD 
DEDICATED 



IF I WERE A COLLEGE 
STUDENT 



If I were a colles^e student I would — 
(1.) Care for ray health. % 

In 1880 jMr. Froude wrote to Hallam Tenny- 
son, saying : 
\ "Your father has two existences. Spirit- 

ually he lives in all our minds (in mine he 
has lived for nearly forty years), in forms 
imperishable as diamonds which time and 
change have no power over. The mortal case 
of him is of frailer material, and, as I believe 
he takes extremely little care of it himself, 
the charge falls on you, and the world will ex- 
pect an account of it at your hands. Cen- 
turies will pass before we have another real 
full-grown poet. The seeds of time I sup- 
pose are sown and grow for a bit, and the 



6 IF I WERE A COLLEGE STUlfENT 

reviews clap their hands. But they come to 
nothing. The moral atmosphere is too pesti- 
lential. The force which there is in the world 
is all destructive and disintegrating, and heaven 
knows when any organizing life will show it- 
self again. 

"We must keep what we have got to the 
latest moment and be thankful for him." 

Each of us also has two existences, but we 
have no Froude to warn a son of ours to take 
care of his father. Each man of us must take 
care of himself, and must take care of that ex- 
istence which, if we call it the lower, is still 
the nurse of the higher, and which, if we call 
it material and temporal, is yet a condition 
for the fostering of the spiritual and the 
eternal. 

Health is both an agent and a condition for 
enjoyment or for service. It is, in college as 
well as out of college, nourished by three sim- 
ple methods : food, sleep, exercise. College 
men usually eat too much of ill-prepared food, 
and eat it too fast ; they usually do not sleep 



IF 1 WERE A COLLEGE STUDENT 7 

enough the first part of the night; and they 
exercise too little and not over wisely. The 
food of the college men and women should be 
simple, it should be abundant, and it should 
be eaten, seasoned, and salted with talk. 
Concerning what is simple food, of course, 
opinions differ. My friend. Dr. Powell, tells 
of a patient who complained of a pain in the 
stomach. The doctor inquired aibout his 
diet. 

"We live very simply, very simply," replied 
the man. 

"Yes," said the doctor, "but tell me what 
you had for breakfast this morning." 

" A very simple breakfast we had, very 
simple breakfast; we had doughnuts and 
Bologna sausage." Sach a simple breakfast 
is not one best fitted for the college boy or 
girl. 

The student is too much inclined to econ- 
omize in sleep. The student is really very 
busy. His chief lack is a lack of time. Every 
teacher is eager to get him to do all the work 



8 IF I WERE A COLLEGE STUDENT 

he can do, and a bit more. Every organiza- 
tion wants his loyalty and service. He is 
liable to come to the end of the day with many 
tasks still remaining undone. The late even- 
ing is the time for his working. The last 
loitering caller has gone. The halls are still. 
He can now get his time in long periods. His 
sense of power is quickened. His mind is 
alert. He feels he can now do three hours' 
work in one. Nine o'clock: "Good stuff — 
this Calculus — I believe I '11 elect it next 
term." Ten o'clock: "Making fine progress. 
Hegel has more sense than I ever gave him 
credit for." Eleven o'clock : " Goethe can 
master the human heart, can't he ! This is 
great." Twelve o'clock : " Great thought, that ! 
— I must write a book sometime on that. 
Midnight? but I can't go to bed now." 

But such work, noble, large, inspiring, — 
done under such conditions, exciting, exhaust- 
ing — takes the precious life-blood of the 
student. He cannot constantly follow such a 
method without suffering dire calamities. I 



IF I WERE A COLLEGE STUDENT 9 

have seen too many bright minds clouded, too 
many strong Avills weakened, too many prom- 
ising careers wrecked, not to warn the student. 
At least eight hours should every student 
sleep. A fair proportion is : to sleep eight, to 
study ten, to talking and to walking, to eating 
and to exercisino: and to fun six hours, of 
every twenty-four. 

The third element of this trinity of tiealthfiil 
forces is exercise. Exercise has become a 
matter of expert opinion, and the expert is the 
doctor. I speak as a la^Tnan. But to me the 
chief matter in exercise is to lay in strength 
sufficient not only to preserve one's vigor in 
college, but also to carry one through one's 
whole life. I notice that men who rowed in 
college, have a different bearing for decades 
after sfraduation from that of men who did not 
row. Their backs are broader, their shoulders 
squarer, their legs better built out. Not all 
men can row. But every man can, in the 
gymnasium, in four years, make and harden 
muscles which will bless him for forty years. 



10 IF I WEBE A COLLEGE STUDENT 

We often speak of the college man as having 
reserve power. The remark should apply as 
exactly to the physical as to the intellectual 
constitution. But even without the gymna- 
sium one can do much. 

" How did you get your fine chest ? " I asked 
a doctor yesterday. " When I was a student," 
he answered, " before going to bed — and I had 
to go to bed in the same room in which I had 
been studying three hours — I would go out- 
of-doors, run up a hill, and take several long 
and deep breaths." A little care in taking 
simple exercise preserves and increases the 
health of the student. 

Many years ago I had a friend, Ellsworth 
Eliot Hunt, of whom an officer of Princeton 
University has recently written me as follows : 
"In June, 1875, he was awarded the English 
Salutatory oration, and also won the Class of 
1860 Fellowship — Experimental Science. It 
was said at the time that he could have won 
any Fellowship he might have tried for. He 
was considered the most able man in college. 



IF I WERE A COLLEGE STUDENT 11 

On his Fellowship he went to Germany for a 
year, and then entered the College of Physi- 
cians and Surgeons at Xew York, receiving 
his M.D. in 1878, and his M.A. from Prince- 
ton. He served on the staff of Roosevelt 
Hospital for a time and then went back to 
Europe. He practised medicine in New York 
afterward. Consumption developing, he gave 
up work and sought health at Trentoli and, in 
1884, in the South. He died, however, in 
August, 1886." 

A simple and most moving record. Men 
die of consumption who observe the laws of 
health. But between the lines of this simple 
record I read of long days of toil unrelieved 
by fresh air or happy sport, and short nights 
in which every brief hour of sleep Hunt felt 
was stolen from his research. It is a tj^ical 
case : — brilliant powers wasted for present 
service, abounding hopefulness of usefulness 
blasted, by reason of the failure to observe the 
most common laws. 

(2.) If I were a student I would try to 



12 IF I WEUB A COLLEGE STUDENT 

cultivate the major graces. I say major 
graces. Usually we speak of the virtues as 
major and the graces as minor. I have no 
purpose to depreciate virtue or the virtues. 
But I do wish to make significant the place 
which the graces play in the life of the student. 
The graces constitute the lady or the gentle- 
man. These elements are far more contribu- 
tory to the happiness and success of the career 
of the student than he usually believes. There 
are many men who are faithful, honest, able, 
who yet fail to secure the results which faith- 
fulness, honesty, ability, ought to secure, for 
the simple reason that they are not gentlemen. 
They are not likable and they are not liked. 

The one comprehensive element in the major 
graces is graciousness. Graciousness is the 
one condition out of which the individual graces 
grow and blossom. It is appreciation of the 
other man at his full worth, and even at more 
than his full worth. It is a favoring of him 
who is undeserving or even ill-deserving. It 
is putting the other in the place of one's self. 



IF I WERE A COLLEGE STUDENT 18 

It is not only the Golden Rule, but it is even 
more ; it is not simply loving your neighbor as 
you love yourself, but loving him a little better. 
It is certainly treating him with an honesty 
and a favoritism higher than you would de- 
mand of yourself for yourself. Its significance 
is well embodied in the phrase, "After you. 



sir." 



Of course, graciousness is never tc^ become 
fawnino:. Fawnino^ is born of the desire to se- 
cure certain favors from a superior. It is 
essentially base and mean. Graciousness is 
founded upon the genuine belief that the per- 
son to whom one is gracious has a certain right 
to receive a favor, or rather that the one who 
is gracious has a certain rio^ht to bestow a favor 
upon the ill-deserving or undeserving. Fawn- 
ing is asking favors ; graciousness is giving 
favors. Graciousness is very well described 
in saying, it " suffereth long, and is kind ; 
envieth not ; vaunteth not itself, is not puffed 
up, doth not behave itself unseemly, seeketh 
not her own, is not easily provoked, thinketh 



14 IF I WERE A COLLEGE STUDENT 

no evil ; rejoiceth not in iniquity, but rejoiceth 
in the truth ; beareth all things, believeth all 
things, hopeth all things, endureth all things." 
In this song of graciousness are one or two 
notes on which I wish to linger. One of these 
notes is the relative importance of a series of 
events and the relative unimportance of a single 
event. Every event in a career is joined to 
every other. Each event may be said to be 
significant. Sometimes one event is exceed- 
ingly significant. As a single spoonful of wine 
is sufficient to indicate to the taster the worth 
of the whole cask, so a single event may prove 
whether one is a o^entleman. But the collesre 
student is in danger of forgetting that this one 
event, or act, or process is only one. He is 
prone to believe that success or failure in the 
one condition determines success or failure in 
the whole career. He lives too much in to- 
day ; and he is often too willing, in order to 
win to-day, to barter his chance of winning the 
everlasting to-morrow. The price paid for 
the present success may be altogether too 



IF I WERE A COLLEGE STUDENT 15 

heavy. He should learn the lesson of waiting. 
He should also learn the lesson of the inter- 
action of all forces. The kindness of law and 
the severity of truth, the patience of hope and 
the energy of strength, the height of purpose 
and the moderation of present achievement, 
are all workins^ too-ether to brinof forth on the 
whole the noblest and the wisest. It is much 
to learn to labor ; it is also much to learn to 
wait : it is more and most to learn both to 
labor and to wait. Such labor and such wait- 
ing are never resultless. The sense, therefore, 
of the relation of thinsfs, the college student 
should cultivate. 

In graciousness, too, if I were a student, I 
would not neglect the payment of special re- 
spect to those to whom special respect is due. 
Special respect is due to one's benefactors. I 
have not infrequently been made happy by ex- 
pressions of satisfaction on the part of bene- 
factors with the gratitude which beneficiaries 
have made known. It requires good sense and 
good taste to thank a benefactor properly. 



16 IF I WERE A COLLEGE STUDENT 

But I have also heard benefactors of students 
of colleges, in which I have no special interest, 
say that not one in ten of those whom they 
aided ever returned to give thanks. Such 
silence is not golden. 

Let me also add that special respecl: is due 
to one's parents. To his parents the college 
student owes a peculiar debt. They are giving 
him a training longer, finer, and more costly 
than nine hundred and ninety-nine other boys 
in every thousand receive. They have given 
to him not simply being, but also an education 
which will in most instances be determinative 
of his career. The college boy cannot love 
them too much ; with all his love he cannot 
love them so much as they love him ; and he 
cannot show his love too constantly or too 
strongly. 

Graciousness, too, will lead the college man 
into that priceless mood and habit which is 
called goodfellowship. To call a man a good 
fellow is one of the highest compliments which 
can be paid to him. 



IF I WEEE A COLLEGE STUDENT IT 

I was recently asking my friend and neigh- 
bor, Mr. Mark A. Hanna, to make a speech at 
a college anniyersarjo Mr. Hanna inquired : 
" Why do you want me to come to a college 

meetino'? I am no scholar." 

I— 

"For three reasons," I replied. " First, be- 
cause you are a member from Ohio of the 
United States Senate, and therefore can repre- 
sent the general G-oyernment ; second^ because 
you were formerly a student in the old college ; 
and third, because you are a very good fellow." 

"That third I like," said Mr. Hanna. 

What is a o-ood fellow? It is easy to tell 
what he is not. He is not a prig ; he is not a 
snob ; he is not a cad ; he is not a dunce : he 
is not usually a genius, although he may be. 
It is not easy to tell what he is, although it is 
very easy to recognize him when you have seen 
and heard and been with him for a quarter of 
an hour. The one word, it seems to me, inter- 
pretative of him is the word " sympathy." The 
good fellow puts himself in your place. He 
understands you. He feels with you. He 



18 IF I WERE A COLLEGE STUDENT 

smiles in your laughter and is sorrowful in 
your tears. He can trifle when you trifle, al- 
though he is not a trifler. He can be serious 
in your seriousness, but he is not by nature 
solemn. The good fellow of the worthiest 
type is a great fellow. Out of and by means 
of his sympathy — intellectual, emotional, vo- 
litional — he leads his associates into the 
noblest sort of life ; but his persuasiveness is 
so o^entle and his influence is so unconscious 
that men often find themselves better men with- 
out knowing the process or even dreaming of 
the result, until the result has been secured. 
If I were a college student I would cultivate 
this sense of good-fellowship with all sorts and 
conditions of men. But this sense of good-fel- 
lowship allows and demands that a man shall 
keep himself. The attributes of companionship 
are never to be suffered to wear down individu- 
ality. A man cannot be a good fellow of the 
best type if conscience be wronged or will be 
weakened. 

The sense of companionship in college is at 



IF I WERE A COLLEGE STUBENT 19 

once the root out of which grows a large sense 
of humanity or of humanness, and is in turn 
the blossom of this sense of humanness. The 
men who do the most for man are first and fore- 
most simply human. The men whom humanity 
admires are human. Humanity likes to make 
its heroes by the divine method of creation, in 
its own imasfe. The men whose names live as 
rallying cries are very human men. iThe hu- 
manity may emerge in an intense sympathy 
with the religious problems of the time, as in 
Tennyson. The humanity may emerge in a 
reflection on the ethical problems of the time, 
as in Brownins:. The humanity may emerge 
in a lar2:e fellowship with the hio-her and sin- 
cerer forms of the intellectual life of the ao^e, 
as in Lowell. The humanity may emerge in a 
deep feeling with the common difficulties of 
our common life, as in Whittier. But no 
matter in what point of application humanity 
touches humanity, it is still true that humanity 
must meet humanity. The lives which are 
human are the lives which live with men in 



20 IF I WERE A COLLEGE STUDENT 

the deathless centuries. As a college man, 
therefore, I would put myself into all the rela- 
tions of humanity. Life is measured by the 
variety and intensity of its relationships. Let 
your life be varied and intense ; let it be your 
life vital and variable. Let all that interests 
humanity interest you. The hopes and the 
fears, the struggles that have their own reward 
and the struggles that result in the fruitage of 
purposes, — they are all a part of your being. 
Be a pessimist if you must be : believe that 
" Truth forever on the scaffold. Wrong forever 
on the throne." Be a meliorist if that seems 
more reasonable : believe that things, on the 
whole, tend toward goodness. Be an optimist 
if you see your way to be : believe that " stand- 
eth God within the shadow, keeping watch 
above his own." But at all events believe in 
humanity, and so believe in humanity as to be 
yourself largely, magnificently human. You 
were a man before you were a student, you will 
be a man after you are a student. Be a man, 
large, strong, noble, while you are a student. 



IF I WERE A COLLEGE STUDENT 21 

Through this sense of lar^e humanity and 
of good fellowship one is able to decide cer- 
tain college questions which the student is 
inclined to believe are of primary importance, 
He is able to decide the question of joining a 
fraternity — in case he receive an invitation. 
A fraternity unites men as individuals, each 
to the other. It is so far forth good. Does 
a fraternity, uniting men to each othei;, tend to 
separate the student from man, from the genus 
ho7no? If, while uniting the student to his 
fellows, it disunites him from man, it is so far 
forth bad. This is the effect of the fraternity 
on some men : it tends to make them seclusive 
and exclusive; it dwarfs them by narrowing 
them. This is not its effect on other men: 
it aids them in caring for and loving cer- 
tain men, it also brings them into a closer 
touch and warmer sympathy with humanity 
itself. The narrow, priggish, and selfish fra- 
ternity man is one of the poorest specimens 
of the training of the American college. The 
broad and big, inspired and inspiring frater- 



22 IF I WERE A COLLEGE STUDENT 

nity man is one of the noblest results of the 
work of the college. 

(3.) If I were a student I would seek less 
for knowledofe and more for the sis^nificance of 
knowled2:e. I would care less to be a scholar 
and more to be a thinker. If I could be a 
great scholar I might be content with being a 
scholar ; but as this would be impossible I 
would try to be a thinker. For the thinker is 
needed in American life ; his presence and 
power are its greatest need. I play golf with 
one of the greatest of our financiers. In my 
impetuosity he said to me one day : " Play 
with deliberation ; play with deliberation." 
Deliberation means what I may call intellec- 
tual and emotional thoughtfulness. "I go 
over my accounts," he said to me on another 
occasion, " once and twice and thrice, and then 
I go over them again, and once more, too, and 
then once again, to make sure I have made no 
mistake." 

A friend came to the house of this gentle- 
man one day and asked to see him. The 

L.ofC. 



IF I WERE A COLLEGE STUDENT 23 

answer was given, "He cannot be seen." 
" Why, what is he doing ? " persisted the 
friend. " Oh ! he 's upstairs ; as usual, I sup- 
pose, he is thinking," was the answer. " What 
is the need of the chemist to-day ? " I asked a 
chemist. " To think," was his reply. " I 
want you to think about my railroad, how to 
make it better, how to make it serve more 
folks," said the owner of a railrc^d to its 
superintendent. 

It is such thought — accurate, thor- 
ough, comprehensive — which makes masters. 
Knowledge has small value. It vanishes. The 
college man forgets. He knows more when 
he enters than when he leaves colleo^e. It is 
a happy thing that he can forget. Facts are 
important, but they are far less important than 
is the relation of facts. Who would be a 
walking cyclopaedia? It must be extremely 
disagreeable to the man who thus walks and 
to all who may meet him. But the having 
known and the havins: foro:otten should leave 
a resultant of power — of power to think, 



24 IF I WEBE A COLLEGE STUDENT 

which is far more precious than the knowledge 
gained or lost. If I were to be a college 
student again I would try to make myself a 
man of power; and the only or chief power 
would be the power to think. To get this 
power I hope that I should be willing to do 
my best, however little good that might be. 

(4.) If I were again to become a college 
student I would try to do more than my duty. 
It is hard enough to do one's duty — so hard 
that one is fairly safe in saying that no one 
does it ; but it is not so hard to do more than 
one's duty. To do more than one's duty trans- 
mutes duty into grace. To do more than 
one's duty lifts the ought into a right. To do 
an act of grace is like tying wings on to one's 
heels ; to do an act because it is right gives 
to the doing inspiration, quickening, life. I 
always have a sense of at once pity and ad- 
miration for the man who is at the foot of his 
class ; pity, because he is there and not at 
some other point in the class ; admiration, be- 
cause he is there at all, for it is such hard 



IF I WERE A COLLEGE STUDENT 25 

work to stay there, and it would be so easy to 
drop out entirely. The man at the other end 
does not awaken the same kind of admiration : 
it is easy for him to do his work, to do more 
than his teachers expect. I counsel my friends 
to take the easy part, and to stand not simply 
at the head, but ahead of the head. Be the 
rival of yourself. Let the hardest master be 
yourself; let the most urgent and ^joyous 
command you hear be the command of your 
own inner voice. 

Doing more than one's duty is, of course, 
only saying that one is doing one's best. One 
can make no harder demand on one's self : others 
cannot rightly make a harder demand. It is 
told that Dr. Arnold, of Rugby, in impatience, 
once reprimanded a student for some deficiency. 
"Why do you speak angTily, sir? — indeed, I 
am doinor the best that I can, sir." Let the 
student be content with this kind of work, and 
the teacher, knowing the truth, will also be 
content. Let neither student nor teacher be 
content with any less complete service. jVlr. 



26 IF I WEBE A COLLEGE STUDENT 

Lowell once wrote to his friend, Mr. Charles 
Eliot Norton, about his poem, "The Cathedral." 
It would seem that Mr. Ruskin had expressed a 
liking for the great poem, but also had expressed 
the belief that the poem needed revision. Mr. 
Lowell wrote to Mr. Norton as follows : " Now 
Ruskin wants me to go over it with the file. 
That is just what I did. I wrote in pencil, then 
copied it out in ink, and worked over it as I 
have never worked over anything before. I 
may fairly say that there is not a word in it 
over which I have not thought, not an objection 
which I did not foresee and maturely consider." 
Such patience of endeavor, such detail of study, 
such height of aim, such willingness to be con- 
tent only with the best, is to be yours. Not in 
work only, but in aim, in control of appetite, in 
fostering of pure afi'ections, in obedience to the 
ought of conscience the student is to be at his 
best. Was it not Charles Lamb who said that 
all he lacked for writing like Shakespeare was 
a mind to? All that we lack for living our 
best is not a "mind to," but a will to. A great 



IF I WERE A COLLEGE STUDENT 27 

librarian, Mr. Coxe, of the Bodleian, once re- 
marked : " I never enter the Library without 
looking at the portrait of Bodley and resolving 
to do nothing which would have offended Sir 
Thomas." On the walls of his room, above 
the table at which he reads and thinks for days 
and years, let the student hang a picture of the 
hio-hest, holiest, known to him. Let it inspire 
him never to do a thing of which thatjiighest 
and holiest would disapprove. One's best may 
be exceedingly good, or one's best may not be 
so excellent as another man's good. Neverthe- 
less each is to remember that obligation and 
ability are, like action and reaction in physics, 
always opposite and equal. One is to oblige 
one's self to do all that ability fits him to do, 
and one is to feel one's self able to do all that in 
any way he feels obliged to do. To do and to 
be the best ! Highest ideal ! Richest result ! 

The doino; and the being one's best easily 
brings one up to the ethical and religious rela- 
tions. I may as well at once confess that I as 
a college student would be religious. I would 



28 IF I WERE A COLLEGE STUDENT 

not be religious for the sake of being ecclesias- 
tical ; I would be religious for the sake of being 
ethical and for the worth, too, of religion itself. 
It is pretty hard work to be moral when one is 
only moral ; it is hard enough to be moral 
when one is religious, but it is much less hard 
than when one is simply moral. It is so thor- 
oughly worth while to be moral that it is well 
to be religious. But religion, too, in and of 
itself puts one into relation with the Supreme 
Being. This relation is the highest which the 
college or any other men hold. The college 
man or any other man who declines to enter into 
the highest relation which he can enter is, of 
course, nothing less than a fool. One misses 
in the culture of the college the noblest elements 
if he leave out religion. Religion gives a sky to 
the student's world. It unites and correlates. 
It gives inspiration and a spirit of hopefulness. 
It enlarges, broadens, and deepens. It does 
for the ordinary man what poetry does for the 
imaginative soul. It is not so much an act as 
a mood. It does not do; it is. 



IF I WEBE A COLLEGE STUDENT 29 

Eeligion puts the student into relations 
which are at once the broadest and the highest. 
The great themes and subjects are religious. 
The great pictures of the world's history of art 
are religious. The great poems are religious 
poems. The great works of the architect were 
built for religious purposes. You are to be 
men of sober minds, and sober-mindedness 
leads to relations in thought and feeing with 
hiTTi who is called God. You are to be men of 
high purpose, and high purposing speaks to 
the attentive soul that " qyqyj man's life is a 
plan of God." You are to be men of compre- 
hensive vision; but wide knowledge is not 
complete unless the spirit of man is touched 
by the spirit of omniscience. You are to 
relate your science with omniscience, your 
potencies with omnipotence. Make the es- 
sence and relations of life as divine and as 
personal as your reason allows. Adopt, if you 
will, the thought of Herbert Spencer, and say : 
" Amid the mysteries, which become the more 
mysterious the more they are thought about. 



30 IF I WERE A COLLEGE STUDENT 

there will remain the one absolute certainty, 
that man is ever in the presence of an Infinite 
and Eternal Energy, from which all things 
proceed." Think, if you will, of the divine 
essence as an " infinite and eternal energy," 
and in this thought believe, in this thought 
live. Think of the divine essence, if you can, 
as a father, as a friend, as a personal lover; 
and make this thought a belief, a principle, an 
unconscious rule of conduct. Feel that your 
life as a result has relations with the great 
First Cause, and feel also that your life as a 
cause is a part of the Universal Life, which 
controls all, but is controlled by none. 

If I were again to become a college man, 
such a student as I have pictured I believe I 
should try to be. Of course, I should fail, 
but nevertheless I should make the attempt. 



jUN 2 5 1902 




1 COPY ' 

Jim. 25 1902 



;Ul. 3 



vm 



LIBRARY OF CONGRESS 




